scholarly journals Social Cognition and Executive Functions As Key Factors for Effective Pedagogy in Higher Education

2017 ◽  
Vol 8 ◽  
Author(s):  
Rut Correia ◽  
Gorka Navarrete
Keyword(s):  
Higher Education ◽  
Social Cognition ◽  
Executive Functions ◽  
Key Factors ◽  
Effective Pedagogy

Higher Education: The Role of Universities Research Structure

2021 ◽  
pp. 171-179
Author(s):  
Nader Gholi Ghorchian ◽  
Shahrooz Farjad ◽  
Ali Taghipour Zahir
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Well Being ◽  
Faculty Members ◽  
Key Factors ◽  
Analysis Technique ◽  
Tehran Province ◽  
And Performance ◽  
Research Structure

As higher education plays a pivotal role in the economic well-being of modern societies, universities today are faced with increasing pressure in order to improve their accountability and performance. They have to redesign the research structure to achieve the set objectives. The present survey aimed at studying the factors and related indicators that affect the effectiveness of the research structure of the universities. The sample included 274 faculty members who were selected through stratified random method at 8 branches of Islamic Azad University in Tehran province (Iran). Research questions were: a) What key Factors influence the Effectiveness of the universities’ research structure? and b) What conceptual model can be designed? Finally, in this study using a questionnaire and factor analysis technique, eight factors were identified and ranked which contribute towards the effectiveness of research structure in universities . Finally, a conceptual model has been proposed for the universities to strengthen their research structure.

Computerized LEXTOMM Battery (Language, EXecutive functions, Theory Of Mind, episodic Memory)

2021 ◽  
Author(s):  
Marcela Perrone-Bertolotti ◽  
Lucile Meunier ◽  
Christine Bulteau ◽  
Anna Borne ◽  
Samuel El Bouzaïdi Tiali ◽  
...  
Keyword(s):  
Social Cognition ◽  
Theory Of Mind ◽  
Executive Functions ◽  
Declarative Memory ◽  
Training Session ◽  
Reaction Times ◽  
Cognitive Outcomes ◽  
Auditory Modality ◽  
Executive Processes ◽  
Memory Switching

We present a computerize battery constructed to evaluate behavioral performances for language, declarative memory, executive functions and social cognition abilities. This battery was created to evaluate cognitive outcomes in adults who underwent hemispherotomy as a clinical treatment of Rasmussen Encephalitis (RE) in their childhood and have been tested in a group of healthy participants (n= 88). LEXTOMM battery can be used for cognitive assessment of any type of population and allow the collection of behavioral performances in terms of accuracy and reaction times. LEXTOMM battery is composed of six language tasks allowing to assess six different linguistic abilities such as lexical storage, semantics, phonology, syntax, prosody perception and production. Different input modalities are proposed for these tasks (picture, written and auditory modality). A specific task allowing the assessment of the language generation and declarative memory interaction is also proposed. The battery also included a visual control categorization task is proposed in order to assess decision-making baseline. Moreover, LEXTOMM also includes four tasks allowing the assessment of the executive functions. More specifically we included tasks allowing the evaluation of four executive processes: updating in working memory, switching/flexibility, sustained attention and inhibition. Finally, the battery includes a theory of mind abilities task. All tasks were developed using the E-Prime 3.0 software (E-Prime Psychology Software Tools Inc., Pittsburgh, USA), running on a PC. Before each task, a training session is included, with several stimuli that differ from those presented during the experiment. This training allows participants to understand the instructions and get familiarized with each task. Hereafter, we describe the procedures and tasks included in LEXTOMM, in the following order: low-level visual categorization, language, language in interaction with declarative memory, executive functions and social cognition/theory of mind.

P4-344: BASIC EMOTIONS, EXECUTIVE FUNCTIONS AND SOCIAL COGNITION IN PATIENTS AFTER STROKE

2006 ◽  
Vol 14 (7S_Part_30) ◽  
pp. P1600-P1600
Author(s):  
Florencia Deschle ◽  
Maria Eugenia Tabernero ◽  
Jorge Jose Cancino ◽  
Hernan Marcelo Pavon
Keyword(s):  
Social Cognition ◽  
Executive Functions ◽  
Basic Emotions

The cognitive profile of behavioural variant FTD and its similarities with ALS: a systematic review and meta-analysis

2018 ◽  
Vol 89 (9) ◽  
pp. 995-1002 ◽  
Author(s):  
Emma Beeldman ◽  
Joost Raaphorst ◽  
Michelle Klein Twennaar ◽  
Rosanne Govaarts ◽  
Yolande A L Pijnenburg ◽  
...  
Keyword(s):  
Cognitive Impairment ◽  
Social Cognition ◽  
Executive Functions ◽  
Verbal Memory ◽  
Cognitive Profile ◽  
Effect Sizes ◽  
Healthy Controls ◽  
Cognitive Profiles ◽  
Cognitive Domains ◽  
Visual Comparison

Approximately 30% of patients with amyotrophic lateral sclerosis (ALS) have cognitive impairment and 8%–14% fulfil the criteria for behavioural variant frontotemporal dementia (bv-FTD). The cognitive profiles of ALS and bv-FTD have been reported to be comparable, but this has never been systematically investigated. We aimed to determine the cognitive profile of bv-FTD and examine its similarities with that of ALS, to provide evidence for the existence of a cognitive disease continuum encompassing bv-FTD and ALS. We therefore systematically reviewed neuropsychological studies on bv-FTD patients and healthy volunteers. Neuropsychological tests were divided in 10 cognitive domains and effect sizes were calculated for all domains and compared with the cognitive profile of ALS by means of a visual comparison and a Pearson’s r correlation coefficient. We included 120 studies, totalling 2425 bv-FTD patients and 2798 healthy controls. All cognitive domains showed substantial effect sizes, indicating cognitive impairment in bv-FTD patients compared to healthy controls. The cognitive domains with the largest effect sizes were social cognition, verbal memory and fluency (1.77–1.53). The cognitive profiles of bv-FTD and ALS (10 cognitive domains, 1287 patients) showed similarities on visual comparison and a moderate correlation 0.58 (p=0.13). When social cognition, verbal memory, fluency, executive functions, language and visuoperception were considered, i.e. the cognitive profile of ALS, Pearson’s r was 0.73 (p=0.09), which raised to 0.92 (p=0.03), when language was excluded in this systematic analysis of patients with a non-language subtype of FTD. The cognitive profile of bv-FTD consists of deficits in social cognition, verbal memory, fluency and executive functions and shows similarities with the cognitive profile of ALS. These findings support a cognitive continuum encompassing ALS and bv-FTD.

What Makes Students to Participate in Online Collaborative Settings through Second Life?

2016 ◽  
pp. 1451-1476
Author(s):  
Nikolaos Pellas
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Second Life ◽  
Motivational Factors ◽  
Added Value ◽  
Educational Community ◽  
Key Factors ◽  
Educational Activities ◽  
Adult Participation ◽  
Factors Influencing

Motivational factors that may affect adult participation in educational activities have attracted educators' interests and probably are one of the most discussed topics in the field of adult education. The current study seeks to investigate the students' participation in collaborative online activities based on the interpretive framework of adult participation theories stapling to interpret motivational factors, and recommended by McGivney (1993). A qualitative (comprehensive) research was conducted and a voluntary sample of Higher education by eighty students (n=80) who participated in online collaborative settings through the virtual world of Second Life and wanted to share experiences from their participation. The added value of this effort is to understand the educational community theoretically based on the utilization of adult theories that might motivate adult participation in different aspects and more practically to enunciate the key factors influencing their decisions to participate in team-based activities held in Second Life.

We'll Leave the Light on for You

2011 ◽  
pp. 64-76 ◽  
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

We'll Leave the Light on for You

2011 ◽  
pp. 704-715
Author(s):  
Vanessa Paz Dennen ◽  
Curtis J. Bonk
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Environments ◽  
Online Learners ◽  
Online Learning Environments ◽  
Attrition Rates ◽  
Collaborative Tools ◽  
Effective Pedagogy ◽  
Online Tools

Motivating online learners is a key challenge facing instructors in both higher education and corporate settings. Attrition rates and low participation levels in course activities are frequent instructor complaints about online learning environments. Part of the problem is a lack of sophistication in online tools and courseware (Bonk & Dennen, 1999). Added to this problem is that, even when tools exist for engaging and motivating students, instructors lack training in how to effectively use them. Instructors not only need to know the types of online and collaborative tools for engaging students, but also how to embed effective pedagogy when the technologies are weak.

scholarly journals Transforming Education with Emerging Technologies in Higher Education: A Systematic Literature Review

2020 ◽  
Vol 9 (5) ◽  
pp. 252
Author(s):  
Ha Duc Ngoc ◽  
Le Huy Hoang ◽  
Vu Xuan Hung
Keyword(s):  
Higher Education ◽  
Social Life ◽  
Emerging Technologies ◽  
Key Factors ◽  
Institutional Perspective ◽  
Open Communication ◽  
Pedagogical Innovation ◽  
Teachers Perceptions ◽  
Teaching In Higher Education ◽  
Teacher Career Development

This study attempts to understand what is known about key theme findings in transforming education with emerging technologies in higher education by examining existing literature. Based on 5 selection criteria, 24 quality articles were included in the review. Thematic analysis methods are used to analyze and identify key themes in the data. The findings indicate that teachers who have used emerging technologies in teaching, they point out the key factors for transforming education with emerging technologies, including teachers' interest, institutional perspective, teachers' perceptions of the benefits of emerging technologies. They also report a dichotomy between the technologies used for teaching in higher education institutions and the technologies owned and used by students in social life as a major challenge. Teachers believe that the open communication and teamwork environment can be enhanced by using emerging technologies. Pedagogical innovation, empowering educators are essential requirements for teaching with emerging technologies. The 7 findings from this study should be used to guide initiatives for teacher career development to improve the effectiveness of education with emerging technologies.

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